1. education
2. studying business

REIMAGINING
BUSINESS EDUCATION
A WORLD OF IDEAS
Spearheaded by scholars, executives, researchers, and participants around
the world, the Business Education Jam harnessed the brainpower of a global
audience to envision an innovative future for business education.
Inside are the critical questions that emerged during the conversation and the
steps we should take next—together.
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OUR PARTNERS
The Business Education Jam would not have launched without the generosity and dedication
of our corporate and organizational sponsors. From its conception, the Jam thrived on the high
level of engagement and thought leadership that they provided. Through these partnerships, we
were able to successfully unite leaders from industry and academia—a union that was key to
reimagining the future of business education. For this and all that our sponsors contributed, we
are extremely thankful.
PRESENTED BY
Global Media Sponsor
IN COLLABORATION WITH
Human Resource Policy Institute
ADDITIONAL SUPPORT PROVIDED BY
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DID YOU KNOW? You can navigate this report by clicking on one of the sections
in the Table of Contents, and at the bottom of each page.
TABLE OF CONTENTS
INTRODUCTION
ABOUT THE JAM
PART 1: CRITICAL QUESTIONS
#1 How can business education enhance
value for students, employers, and the world?
#2 How can management research that
originates in business schools drive insights for
industry?
#3 How will technology continue to challenge the
model of business education?
#4 How will policy, accreditation, and rankings
influence the development of business education
and business?
#5 How can academia and industry collaborate to
make sure that students develop critical leadership
and management competencies?
PART 2: THE ROADMAP
BUSINESS SCHOOLS OF THE FUTURE
•
•
•
Value
Real-World Relevance
Differentiation
TURNING IDEAS
INTO ACTION
THANK YOU
JAM VIPS
BUSINESS STUDENTS OF TODAY
AND TOMORROW
•
•
21st Century Competencies
Millennials
OUR NEXT LEADERS
•
•
•
Ethics
Entrepreneurship & Innovation
Leadership
#6 How will industry and business education tap
the potential of millennials?
#7 How can ethical leadership be fostered across
business education and industry?
#8 What roles should b-schools and industry play
in developing the next generation of entrepreneurs
and innovators?
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WE’RE FORGING AHEAD
In the midst of major upheaval, it’s time to take hold of the future of business education and define it—
rather than have it defined for us.
Business schools educate the industry leaders of tomorrow.
Yet, according to a Lumina/Gallup study released in 2014,
only 33 percent of business leaders agree or strongly agree
that graduates have the knowledge their business needs.
And according to a 2013 Inside Higher Ed survey conducted
by Gallup and released in 2014, 96 percent of chief academic
officers say their institution is somewhat or very effective at
preparing students for the world of work.
can demonstrate mastery of concepts, such as data reasoning, new-media literacy, and cross-cultural competency.
To remain relevant and respected, there must be a better
understanding of evolving industry expectations in order for
business schools to meet them.
The divide between academia and business has never been
greater. Both the experience demanded by employers and
the outcomes desired by students have changed greatly over
the past decade.
The most recent economic recession and corporate misdeeds play a major part in today’s business education crisis
as well. The individual losses and layoffs experienced around
the country caused great pain for many potential students,
and corporate malfeasance diminished their admiration for
many business leaders. As business schools look forward,
they have an obligation to educate ethical executives.
Instead of seeking narrow skills, students want guidance on
becoming ethical leaders, training on the competencies that
will define the next century, and developing an understanding
of how they can make a difference in the world, rather than
just make money. Employers are more often interested in
hiring graduates from a range of academic backgrounds who
With college costs ballooning, an ever-expanding array of
free educational resources online, and a job market still in
recovery, the university is finally facing a major disruption.
Up against this reality, there still remains a general lack of
dialogue between academia and the employers of business
school graduates about how business schools can improve.
Closing this gap called for creativity. Imagination. Collaboration on a global scale. Rather than conduct another
survey, building a platform to generate new knowledge
from dialogue was key. Rather than limit the conversation to
executives serving on advisory councils, academia needed to
create an inclusive environment that would benefit from the
diversity of people’s experiences. And rather than replicate
conversations at every school and office, collaboration
across the board was needed to strengthen the discourse.
It called for the Business Education Jam.
The Jam wasn’t your typical conference. It was a global
movement to find solutions to close the growing gap
between classroom and career. To do so, getting our fellow
business education colleagues on board was crucial. We
wanted to ensure that faculty and students from other
business schools shared their ideas and made their opinions
heard. Without the voice of all business schools, the conversation would have fallen short.
There has been little real curriculum change in management education over the last 50 years. There is a paradigm trap and a dominant logic
emanating from the Gordon/Howell Report in the 1960s. Gary Hamel describes deans facing curriculum change as ‘map makers in an earthquake
zone.’ Henry Mintzberg argues that we need to teach the art of management more than a set of analytics skills. The question I would like to pose is:
what skills and topics do we need to emphasize that are not the formulaic and specialized aspects of management?
HOWARD THOMAS, PhD
LKCSB Distinguished Term Professor of Strategic Management,
Management Education Director, Academic Strategy and Consulting Unit,
Singapore Management University
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The Jam format achieved this goal simply through its astounding capacity to unite thousands of people in conversation. It
enabled a massive crowdsourcing of ideas, and thoughtful
input from all of business education’s biggest customers and
stakeholders: faculty, deans, and administrators, company
executives and hiring managers, students and graduates, and
anyone who cares about business and business education.
Participants were prolific in their posting, and demonstrated
interest and ingenuity in a range of topics: producing research
with impact, achieving sustainability and profit maximization,
teaching and learning, and moving beyond the case method.
Rankings, ethics, and technology also came in for vigorous
debate, and a post on experiential learning generated one of
the highest response counts.
I am thrilled to say the Jam exceeded the School’s, IBM’s, and
my expectations. Nearly 4,000 participants from more than
40 industries and hundreds of academic institutions around
the world engaged in 60 hours of dialogue. While jamming
from our “headquarters” in the School, I was humbled by the
energy and creativity across the conversations.
Let’s keep this kind of impactful teamwork going. This is a
transformational time in business education, and we always
need ideas and innovations to stay relevant. The Jam has
ended, but the conversation has not. New ideas and concepts
have emerged, and we present them in the pages that follow
so that you come away with real solutions and can take the
next steps toward an innovative future.
The Jam embraced today’s upheaval. It reveled in the current
disruption. It was a rare and collective effort that pushed the
dialogue on business education to new heights.
Now that the Jam is over, topics that merit new research
have been identified and lines of communication have been
established that will help the fight to keep business education relevant, progressive, and valuable.
At Boston University, this evolution has recently accelerated.
Thanks to a transformational gift from the Allen & Kelli
Questrom Foundation, we are honored to become the
Questrom School of Business. Allen Questrom (’64), an icon
of corporate America and beloved benefactor of the School,
and his wife, Kelli, have demonstrated their commitment to
helping business education progress—a commitment we all
share as so vividly evidenced in the Jam.
Our founding dean, Everett W. Lord, said, “The great purpose
of business is service to society.” As we begin our second
century as the Questrom School of Business, we remain
committed to Dean Lord’s original vision, and look toward
the future with great optimism.
This is just the beginning.
Kenneth W. Freeman
Allen Questrom Professor and Dean
Boston University Questrom School of Business
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The word JAM stems from the tradition
of musicians coming together to play
unprepared music, often making history in
the process. The Business Education Jam
embodied that tradition—it brought together
a diverse and creative group to bounce ideas,
skills, and concepts off each other and ignite
an influential movement.
ABOUT THE JAM
From September 30–October 2, 2014, Boston University Questrom School of Business, in collaboration
with IBM and premier sponsors, launched the Business Education Jam: Envisioning the Future.
The Business Education Jam was a massive, free-flowing convergence of ideas, concepts, and collaborations that started
our path to a more powerful model for business education.
Over 60 consecutive hours, thousands of people around the
world—researchers, scholars, students, thought leaders,
and executives—united in a unique virtual environment to
revolutionize the future of business and business education.
Digital discussion forums sparked a multitude of conversations, collaborations, and potential research topics. Quick
poll surveys gave a real-time look at where participants stood
on issues such as program length and the value of an MBA.
Thousands of participants across the globe logged on and
contributed more than 6,000 posts to the 10 discussion
forums: Supporting 21st Century Competencies, Increasing
the Value of Management Education, Engaging New-
Generation Students & Employees, Producing Research with
Impact, Fostering Ethical Leadership, Cultivating Innovation
& Entrepreneurship, Driving Learning Experiences, Harnessing Digital Technology, Challenging the Business Model of
Education, and Evaluating Policy & Rankings.
The expertise and insights from 99 VIP guests took the event
to a new level. One-by-one, hour-by-hour, some of today’s
greatest minds entered the Jam and shook up the conversation, debating how business schools will change in order to
survive. Valuable opinions were constantly flowing.
Every word helped build the blueprint for where we’re
headed. Now it’s time to turn the ideas generated in the
Jam into forceful realities.
VISITS
Student
26.7%
Other
36.6%
PARTICIPATION
10.9%
12.9%
Government
Non-Profit Organization
Business School
Faculty & Staff
Industry
Higher Education
Educational Services
5,730 REGISTRANTS
ENGAGEMENT
24,858
General Observer
157,253
PAGE VIEWS
6,310
TOTAL POSTS
122
COUNTRIES
40+
INDUSTRIES
350
ACADEMIC INSTITUTIONS
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Part 1
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CRITICAL QUESTIONS
When you bring together thousands of people from all corners
of the world, words tend to fly. Conversations grow. Ideas
hatch. Through the Jam, we unleashed the power of a global
audience and watched the future of business education begin
to form.
As participants discussed everything from increasing the
value of management education to engaging the millennial
generation, certain thoughts and exchanges overlapped. From
across more than 6,000 posts, important themes surfaced. In
the section that follows, we have turned those themes into
critical questions that popped up again and again—questions
that sparked debate and merit further development.
Within Part 1 of this report, you’ll find a comprehensive
briefing on opinions, innovations, and quotes that provide
insight into how business education will stay relevant and
valuable in the coming years.
It’s always helpful to pick the brain of a friend (or a few
thousand) when you need advice or direction. That’s exactly
what we set out to do with the Jam.
PART 1 > CRITICAL QUESTIONS
REVAMPING
RANKINGS
?
ENHANCING
VALUE
?
PRODUCING
RELEVANT
RESEARCH
?
?
EMBRACING
TECHNOLOGY
SUPPORTING
MILLENNIALS
?
COLLABORATING
WITH
INDUSTRY
?
FOSTERING
ETHICS
?
DEVELOPING
ENTREPRENEURS
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CRITICAL QUESTION #1
HOW CAN BUSINESS EDUCATION ENHANCE VALUE FOR STUDENTS,
EMPLOYERS, AND THE WORLD?
With the relevance and benefit of business education up for debate, Jam participants worked to clarify
what really constitutes educational value.
VALUE FOR STUDENTS
VALUE FOR THE WORLD
Jammers were candid in recognizing that the value of a
business degree often begins with ROI. Students and
parents focus on placement prospects for graduates, starting
salaries, the number of years it takes to earn payback, and
salary differentials for business degrees versus other degrees.
ROI is an especially hot topic when considering the value of
an MBA. Those concerns are understandable, said a number
of participants, but other less tangible forms of ROI should
also be taken into account—intellectual capital like new
competencies and knowledge; social capital like networks of
fellow students, alumni, and business contacts; and symbolic
capital like personal qualities of leadership and authority.
As Jammers consistently pointed out, the potential of
business education to enhance value for the world lies in
an obvious truth: better management is an essential tool for
addressing global issues, such as inadequate infrastructure,
food insecurity, insufficient health care, and environmental
degradation. Not to mention, business schools are usually
the most globally diverse schools within their institutions
and sometimes have multi-national campuses. And in many
countries, business schools have bigger global networks than
all but the largest corporations, making them ideal convening
organizations on neutral ground between public, private, and
civil society.
VALUE FOR EMPLOYERS
The question of how best to enhance value for employers
turned on longstanding tensions in what business
education should impart: hard vs. soft skills, theory vs.
practice, functional expertise vs. general management ability.
The difficulty, most Jammers agreed, lies not in choosing any
one of those elements over the other, but in finding the right
mix. Students should graduate with a solid basis in functional
knowledge such as accounting, finance, and marketing, but
students also need the intellectual agility, larger analytical
frameworks, and ability to lead that employers seek.
PART 1 > CRITICAL QUESTION #1
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Food for Thought
“Business graduates that combine courses
in other disciplines are of great value in the
industry. The challenge for schools is to make
business education more interdisciplinary by
design rather than by preference.”
Building ethically strong leaders results
in ethically strong organizations; and
building ethically strong organizations,
in turn, results in socially responsible
organizations whose purpose is to create
value for a better world.
JAMES POST, PhD John F. Smith, Jr. Professor in
Management, Boston University Questrom School
of Business
!
“As a student I can vouch for a good portion of the
business student population that is concerned about
whether or not our education is up to date with the
fields we’re interested in entering.”
—Undergraduate Business School Student
PADMASREE WARRIOR Chief Technology &
Strategy Officer, CISCO
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CRITICAL QUESTION #2
HOW CAN MANAGEMENT RESEARCH THAT ORIGINATES IN BUSINESS
SCHOOLS DRIVE INSIGHTS FOR INDUSTRY?
Participants agreed that academic business research barely impacts management practice—
and offered a range of reasons why.
BUSINESS RESEARCH IS OFTEN OVERLOOKED
BUSINESS SCHOOLS AREN’T THE ONLY PLAYERS
Although evidence-based business research often speaks
directly to real-world business issues, the corporate world
often ignores it or, as some participants observed, are simply
unaware of it. In the words of one Jammer, “Business leaders
simply don’t read most of what we write.”
In business schools, student fees have subsidized faculty
research, unlike in other professional schools where research
is funded by sponsored contracts. The rise of for-profit
business schools focused on technology-enabled teaching,
and the creation of world-class management research in
companies—Goldman Sachs in finance, Google in marketing
and analytics, Microsoft/Yahoo in consumer research, to
name a few—threaten the business school model.
According to participants, here’s why: Academic business research isn’t readily
accessible to practitioners.
Serious research can be hard to digest.
“
The whole area of relevance to practitioners
is often ignored. We need research to include
more relevant dependent variables like
profit, sales, pricing, valuation ratios, and
so on. I believe industry needs much more
help from academia, but it is very difficult for
many academics to be easily understood.
—Advertising Consultant
“In my own field of strategy, researchers and practitioners
have been drifting farther apart rather than closer together.
Business advice is a crowded field.
Few scholars truly excel at bridging the gap
between research and practice.
Practitioners may see research as stuck in
the past, not providing a guide for the future.
The nature of the promotion and tenure
process discourages all but purely
scholarly work.
Yet when I raise the topic with my academic colleagues,
most see nothing worrying in such indications. Unless
corrected, this increasing divergence between business
academia and practice is an outcome that the top schools
might be able to sustain for a while (especially ones
in the US with large endowments) but that would not
be sustainable for lower ranked schools both trying to
climb the research rankings and to build/maintain some
connections with business practice.”
PANKAJ GHEMAWAT, PhD V Anselmo Rubiralta Professor
of Global Strategy, IESE Business School, Distinguished
Visiting Professor of Global Management, Stern School of
Business, New York University
Some Jam participants raised the specter of a future in which only the elite schools combine teaching and
research, with other institutions focused on one or the other.
PART 1 > CRITICAL QUESTION #2
UP FOR DEBATE
“The vast majority of research in
business schools is a complete waste of
money and time. Most of it has little, if
any, use currently or in the future to the
practitioner, and it is little more than an
esoteric exercise designed as part of the
performance and reward system to grant
tenure. It’s being used to justify the notion
that a professional school can be scholarly,
too. Of course, there are some very notable
exceptions but they are few and far between.
The research game in business academia
is one of the big scandals in management
education.”
JOHN A. BRYNE President, Editor-in-Chief,
Poets & Quants
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CRITICAL QUESTION #3
HOW WILL TECHNOLOGY CONTINUE TO CHALLENGE THE MODEL
OF BUSINESS EDUCATION?
A recurrent issue is whether technology
would reduce the costs of education,
Traditional business schools provide bundled offerings—a set of courses in physical locations strung
together for a degree. Digital technologies have already upended other sectors such as the newspaper,
music, media, and entertainment industries, which depended on bundled models. Jammers considered
whether or not universities are next in line, and if so, how should they respond?
particularly at business schools. Many
THE NEW NORMAL
FACULTY MUST EVOLVE, TOO
delivery costs of MOOCs are potentially
Today’s residential learning model will move toward
programs that blend the classroom, online instruction, and
experiential learning. Lifelong learning models will supplement the four-year undergraduate degree. Today’s standardized content and curriculum will be customized for individuals. And technologies, including ones not yet envisioned, will
become a prevalent medium for delivering education.
Today’s faculty models are likely to be reassessed. Schools
will carefully consider which faculty should be researchoriented, as the skill sets expected of them increasingly
emphasize teaching, mentoring, managing projects, and
linking with industry. Pressure will increase for faculty to
develop across all dimensions—research, teaching, and new
methods of delivering content—and for institutions to incent
them to develop. Continued pressures to control costs will
squeeze resources available for research, possibly leading
to increased concentration of research faculty at
particular schools.
DRIVEN BY COMPETITION
B-schools must look to new business models with added
competition coming from many quarters: online-only universities, schools that offer effective mixed models of campus
and distance learning, MOOCs that enable students to learn
from the most prestigious business schools in the world,
and new entities that accredit the value of the curricula that
students create for themselves.
An interesting scenario emerged during the Jam: As
competition intensifies and costs escalate, many lower-tier
schools will likely disappear, and regional and local schools
will be increasingly threatened by online alternatives. As
has already occurred in parts of Europe, some schools
may consolidate to create economies of scale and greater
drawing power.
PART 1 > CRITICAL QUESTION #3
?
analysts predicted that MOOCs would
contribute to substantial cost reductions
in the delivery of programs. Has this been
the case? Not yet. The production and
high, ranging from $3,000—for very basic
courses—up to $250,000. Given that
MOOCs do not replace traditional degrees,
the costs of running MOOCs at universities
have to be added to those of implementing
existing regular programs.
SANTIAGO IÑIGUEZ DE ONZOÑO, PhD Dean of IE
Business School and the President of IE University
Food for Thought
“Few seem to doubt that the spread of technology-enhanced education will fundamentally
“I look at the early uses of IBM Watson in
healthcare. It is not about replacing doctor’s
change the provision of business education. But
judgment but enhancing and thereby, reducing
how will it ultimately affect the business model
errors, providing a relevant set of options.
of business schools? Will the future continue
In such models, how could we reimagine the
to see the dominance of integrated providers
classroom? How could we reimagine case
or will the business school of the future much
discussions?”
rather be a facilitator bringing together a range
of specialist suppliers or teaching content,
technology platforms, etc.?”
N. VENKATRAMAN, PhD David J. McGrath, Jr.
Professor in Management, Boston University
Questrom School of Business
ULRICH HOMMEL, PhD Director of Research &
Surveys, Senior Advisor in the Quality Services
Department, EFMD
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CRITICAL QUESTION #4
HOW WILL POLICY, ACCREDITATION, AND RANKINGS INFLUENCE THE
DEVELOPMENT OF BUSINESS EDUCATION AND BUSINESS?
Some of the most intense discussion came from rankings and their impact on schools, students,
parents, and employers—and the general consensus was that the current system is flawed.
One factor which determines to a large
REFORMING THE RANKINGS
graduating. B-schools that want to go
A number of participants drew attention to the distinction
between rankings, with their dubious comparisons, and
accreditation, which focuses on educational quality.
An accreditation body might even have a role to play in
reforming the system, some Jammers suggested. They
could monitor the rankings, rank the rankings themselves,
or perhaps displace them. For example, they could grade
schools on their performance against their missions so that
students could review the grades among similar schools.
No matter what, they should be accompanied by programs
to educate prospective students on how best to use the
information.
STUDENTS AS CONSUMERS
A lively debate emerged around the idea of regarding students as consumers. Is it a helpful framework or a slippery
slope? A middle ground emerged in the distinction between
non-academic and academic policy. As one participant put
it, “In non-academic interactions, I believe students are
customers and deserve timely, constructive, civil, empathetic
responses. In contexts relating to academic policy I take the
position with students that they have engaged us for our
expertise, and pedagogical issues are non-negotiable.”
degree a b-school’s rank is the salary
graduates receive in their first job after
WHAT’S WRONG WITH THE RANKINGS?
up in the ranking need to ensure that
According to Jammers:
their students take up high-paying
> > > > > > > This is not necessarily of broader societal
?
Questionable methodology
One-size-fits-all approach
Lack of transparency in rating criteria
Potential for schools to game the system
Little focus on the educational experience
False precision
Lack of rigor
jobs—traditionally in banking or finance.
benefit.
JONAS HAERTLE, DBA Head, Principles for
Responsible Management Education (PRME)
secretariat, UN Global Compact Office
BRIGHT IDEA
“I think most educators and business people
would agree that the best business education
includes both theoretical underpinnings of
each discipline and application of knowledge
in a business setting. If my premise is correct…
shouldn’t accreditation, rankings, and policy
align with that fundamental approach?”
NEIL BRAUN, JD Dean, Lubin School of Business at
Pace University
“A high-quality dean spends considerable
time communicating with students and
getting the student body involved in the
way the MBA program teaches, learns,
and operates. Students are making major
investments in their programs. Plus, they
are smart! Their schools should seriously
consider their input.”
— BUSINESS SCHOOL DEAN
Jammers agreed that students in graduate programs might be treated as “prosumers” —proactive
consumers who help improve or design the educational services with which they are engaged. Participants
did not think, however, that business education should become so consumer-driven that it seeks to please
or delight students at the expense of educating them.
PART 1 > CRITICAL QUESTION #4
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CRITICAL QUESTION #5
HOW CAN ACADEMIA AND INDUSTRY COLLABORATE TO MAKE
SURE THAT STUDENTS DEVELOP CRITICAL LEADERSHIP AND
MANAGEMENT COMPETENCIES?
Our best leaders convey a sense
of authenticity (they are credible,
believable), and they have a keen sense of
purpose (what they stand for, what they
hope to accomplish). They also tend to
combine those attributes with one or more
areas of specific business acumen.
Transformative technology, globalization, and this century’s massive systemic challenges—from climate
change to economic volatility, changing demographics, and social well being—require of business leaders
a demanding array of competencies. Jam participants identified the most critical of those competencies,
considered how students might best acquire them, and—perhaps most importantly—what they add up to.
A long list of desirable 21st century competencies emerged
during the course of the discussion. In it, a distinction
between leadership and management was formed. Though
the boundaries between the two are permeable, they are
unique. Leadership competencies include soft skills like
empathy and attributes like authenticity, while managerial
skills encompass functional, disciplinary, and technical skills.
Jammers agreed that students need both. And while the list
of competencies is exhaustive, together they suggest the
scope of the educational and developmental challenges for
schools and companies.
According to Jammers, essential management skills include:
Financial acumen
Skill in resource allocation
Project management
Process improvement
Working knowledge of analytics and digital technology
WHAT MAKES A GOOD LEADER?
According to Jammers, leaders should have the ability to:
THINK GLOBALLY in a highly dynamic landscape where
competition and customers can come from anywhere.
?
Food for Thought
“Modern organizations are based in hierarchy
and reliability, yet those same organizations
depend on networked leadership (across
functional areas and business lines) to drive
CROSS BOUNDARIES of function, discipline, culture,
nationality, generation, race, and gender.
COLLABORATE with stakeholders of all kinds both
inside and outside the organization.
THINK CRITICALLY to reframe issues and solve
problems.
innovation and exploit technology. What skills
and competencies will help organizations drive
networked leadership?”
JAMES CIRIELLO Associate Vice President, IT
Planning & Innovation at Merck & Co.
“It is difficult to ignore the political, economic,
and religious conflicts currently unfolding in
the world since business graduates are likely
BE CREATIVE AND INNOVATIVE in a world where the
life cycle of strategies grows shorter and shorter.
LEARN CONTINUOUSLY to cultivate the skills and
knowledge that the future will demand.
to have to navigate in this ever-changing and
tricky landscape. To what extent do we bring
in such complex and sensitive issues into our
sessions, courses, and programs? To what
extent are our faculty colleagues experts in
UNDERSTAND SYSTEMIC IMPACTS of business
decisions on the organization, the community, and the
environment.
LEAD WITH COURAGE AND INTEGRITY to inspire
colleagues and make a difference in the world.
PART 1 > CRITICAL QUESTION #5
KEVIN COX Chief Human Resources Officer for
American Express
how to deal effectively and responsibly with
economic sanctions, religious conflicts, and
military threats?”
JOHAN ROOS, PhD Dean, CEO and Managing Director,
Jönköping International Business School (JIBS)
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CRITICAL QUESTION #6
HOW WILL INDUSTRY AND BUSINESS EDUCATION TAP THE POTENTIAL
OF MILLENNIALS?
Millennials, now 18 to 33 years old, have overtaken the baby boomers and are positioned to dominate the
global economy. Jammers agreed that this innovative generation will change education and industry. How
do they see their futures? How will schools educate them? And how will industry attract the best and
brightest, keep them engaged, and develop them as next-generation leaders? Jammers worked to clarify
the drivers that motivate millennials and agreed on a few key points.
MAKING AN IMPACT, NOT JUST MONEY
Born digital and living social, the millennials are a
generation in a hurry. Whether just starting college or
already embarked on their careers, millennial Jammers
repeatedly expressed a desire for broader educational
opportunities, significant job responsibilities early on, a
chance to be heard in their organizations, and the means to
integrate work, life, and values. As one student Jammer put it,
“Yes, we want to make an impact from day one. Yes, we want
continual challenge and exposure to complex problems. But
the trick is motivation. We are a generation that was born
into over-stimulation, transparency of information and, as
such, our work and personal life are becoming increasingly
blurred.”
ALWAYS LOOKING FOR OPPORTUNITIES
Industry Jammers recognize the millennials’ large
ambitions and great expectations. Said one, “What I see in
my large firm is an incredible passion to take on more and
more opportunities. They know that each experience gives
them more personal intellectual capital and they are anxious
to take on these challenges.” Although a few participants
suggested that millennials’ expectations were unrealistic,
many others from industry cited their companies’ efforts
to tap the unique potential of the tech-savvy, values-driven
members of this generation. According to one millennial
Jammer, “I always find it empowering when my boss asks for
my millennial perspective around tech-centric topics that she
knows I’m enthused about and am an early adopter of.”
SEEKING INNOVATION EVERYWHERE
Jammers of all descriptions agreed that the technologysaturated and globalized world in which the millennials
came of age has profound implications for business
education. Higher education no longer has a monopoly
on the dissemination of knowledge. With the proliferation
of information available on the internet and online open
courses, information and knowledge can be found almost
anywhere. To keep pace, business schools will need to find
innovative ways to leverage technology in learning and adopt
an increasingly global focus.
PART 1 > CRITICAL QUESTION #6
ADJUSTING TO THE “100-YEAR LIFE”
“How about the challenge of baby boomers and
millennials having to work together in the same
work environment or team? As boomers work
longer, the two workgroups will have to coexist.
In a technology driven world, the younger
millennial is more likely to be the subject matter
expert than the older boomer. Is society and the
work culture ready for this? Maybe parts of the
West, but I find it hard to believe that this could
happen easily in China and India.”
SANGEET CHOWFLA President & CEO, Graduate
Management Admission Council
“I’m deep into a study of the impact a 100-year
“I believe that a growing ‘generation gap’ exists in general,
life will have on work and corporations. What
not just in education. For example, senior management
is clear is that people will have to learn and
in most large companies do not have the same natural
change their specializations more than once
proficiency as do younger workers, creating an almost
in order to maintain their edge. Yet most
laughable credibility gap in some cases. As recently as
people front-load their education and very few
three years ago I experienced a senior executive whose
companies really give people time in their later
assistant was still printing out his email! In academia, the
career to relearn and renew.”
split can be even more profound.”
MARTIN NISENHOLTZ Former Chief Digital Officer,
The New York Times Company
LYNDA GRATTON, PhD Professor of Management
Practice, London Business School, Founder of The
Hot Spots Movement
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Ethics education in business schools
CRITICAL QUESTION #7
should focus as much on the organizations
and systems we create and develop as
HOW CAN ETHICAL LEADERSHIP BE FOSTERED ACROSS BUSINESS
EDUCATION AND INDUSTRY?
As the world moves toward critical 21st-century transition points in energy, the environment, health
care, and global economies, Jam participants focused intently on how to ensure that leaders unfailingly
consider the complicated ethical and social implications in any business issue they confront.
ETHICS BELONGS IN THE CLASSROOM
AND IN THE WORKPLACE
Strong support emerged for serious, deep reform of ethical
leadership development in education and in industry. As
some Jammers noted, although moral development is a
lifelong process best begun in childhood, schools and
organizations have critical roles to play in molding ethical
individuals, developing responsible leaders, and creating
cultures that support them.
DOING THE RIGHT THING ISN’T ALWAYS EASY
Participants also insisted that ethical leadership must be
understood in the complex web of relationships among the
individual, the organization, and society. As many Jammers
observed, good people under pressure in unethical organizational cultures will often make unethical decisions. Lapses
can occur even in otherwise ethically healthy organizations.
To prevent such lapses and to provide a counterweight to
group pressure, Jammers offered examples of peer support
mechanisms, policies, and actions that empower employees
to speak up and to stand their ground. One such mechanism
at McKinsey and Company, said its Global Chief Information Officer Michael Wright, is the “obligation to dissent,”
requiring everyone who disagrees with a proposed course
of action to say so.
SCHOOLS MUST MAKE IT REAL
The discussion was rich in suggestions for teaching
strategies and techniques that are applicable in education
as well as business—the case method, group exercises, simulations, and many more. All share a common aim: breaking
through abstract ethical questions to impart a sense of the
concrete and difficult circumstances under which people
in organizations must act. As one undergraduate business
student pointed out, “Being exposed to videos of the Rana
Plaza disaster, first-hand accounts of the Triangle Shirtwaist
Factory fire, and interviews with workers at the Qatar FIFA
Stadium really helped me grasp the problems of cheap labor,
poor immigration policies, and the role businesses play in it. I
not only understood that businesses make decisions, but also
really understood the impact they have on humans.”
managers, as on individual perspectives
and philosophies. That is why ethics
education is especially important in
business schools: we want ethical
leaders and we want them to create
systems, organizations, and cultures that
encourage and support ethical behaviors.
DAN LECLAIR, PhD Executive Vice President & Chief
Operating Officer, AACSB
My advice is to lead by example and have
courage and conviction to do the right
thing. Life is so much better when you
have those moments where despite being
tested, you took the right direction.
MAX REINHARDT Worldwide President at DePuy
Synthes Spine Companies, Johnson & Johnson
BRIGHT IDEA
ETHICAL LEADERSHIP PROVIDES VALUE
FOR THE WORLD
Ultimately, as many participants observed, the goal of
fostering ethical leadership is not simply to do no wrong,
but to have a positive impact on the world. Schools and
organizations must create experiences and cultures that
yield ethical and socially conscious global leaders who create
value for employees, customers, owners, and the communities in which they operate.
“We can teach ethics by mentoring,
liberal-arts learning, and habit-training,
but leadership is not limited to issues of
ethics. The most important thing is how
to make a person think positively. Positive
thinking changes attitude, attitude
changes behavior, behavior changes habit,
habit changes personality, and eventually
changes fate.”
CHAIRMAN SEUNG-HAN LEE, PhD
Next & Partners Chairman, Former Samsung
Corporation President & CEO, Former
Homeplus CEO & Chairman
PART 1 > CRITICAL QUESTION #7
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CRITICAL QUESTION #8
WHAT ROLES SHOULD B-SCHOOLS AND INDUSTRY PLAY IN DEVELOPING
THE NEXT GENERATION OF ENTREPRENEURS AND INNOVATORS?
Not every new venture or great innovation has to start in a garage. Jammers agreed that entrepreneurialism
can be developed in the classroom and at the office—with the right teaching and practice.
The reality is that a majority of startups
fail due to things like not understanding
their market or customer, poor technology
decisions, excessive of risk, or perhaps
lack of access to funding. Many b-schools
INNOVATION CAN BE TAUGHT
A WILLINGNESS TO FAIL IS KEY
are focusing on these areas in their
Discussions of entrepreneurship and innovation often
assume that those terms apply only to born geniuses,
working on revolutionary new ideas in freestanding startups.
Consequently, the prospects for teaching entrepreneurial
skills seem dim. But, as a number of participants pointed out,
entrepreneurial skills are regularly exercised in the startup
of new businesses in established companies. Viewed, as a
process, like any other process requiring tools, techniques,
and routines, innovating can not only be taught but also
viewed as a skill that grows stronger with practice.
Recent thinking about startups has tended to emphasize the
lean approach: proceed experimentally, iterate “minimum
viable products” to gain the most knowledge about the
market at lowest cost, and be prepared to pivot sharply
on the basis of new knowledge. This approach requires
a willingness to fail fast and often—and failure, many
Jammers agreed, is often more instructive than success. But
exclusively practicing the lean approach forgoes the power
of theory, which provides the basis for more deliberate
approaches. Academics, then, have an opportunity to make
the connection between experimentation and theory for
students and entrepreneurs alike.
entrepreneurial/innovation tracks. The
ENTREPRENEURIALISM ISN’T JUST
FOR ENTREPRENEURS
Engaging with entrepreneurialism—through classes, simulations, experiential learning, interning with startups, or as
part of a company talent development program—can teach
many lessons. They include, said Jammers, learning how to:
make bets on people and new markets, test new ideas at low
cost, value a business, and scale fledging enterprises into
sustainable companies. In addition, such experiences provide
a holistic view of how various functions in an enterprise
work together and how wealth can be built through licensing,
franchising, and other avenues not conventionally explored in
the classroom.
?
chaos of working in an environment
with a group of type-A (a good thing!)
individuals under an unrealistic schedule
is tough to simulate and hard to get across
in the classroom. Ideally it would be
beneficial to get some connection to such
an environment early on.
PETER WEXLER Cofounder, SpiderCloud Wireless
UP FOR DEBATE
For some time, large corporations and the government
were seen as key sources of job creation in emerging
markets. However, today given the large populations
of youth in these markets (65% of India’s population is
below 35 years of age for example), we have to accept
the fact that the model of job creation has to change.
The only way to create jobs for emerging market youth
is to let them create their own jobs—to enable them to
“I have had front row seats to many
self-made billionaires. All I can say is this:
they are wired differently than most smart,
aggressive, and driven people. The reality
and risk-taking that most of us see and can
live with neither impresses them nor sways
them. Most people that think this way end
up driving taxis.”
W. SCOTT SIMON Former Managing Director
of PIMCO
become entrepreneurs. Are business school models in
emerging markets changing to reflect this new reality?
SOUMITRA DUTTA, PhD Anne and Elmer Lindseth
Dean, Professor of Management and Organizations,
Cornell University
PART 1 > CRITICAL QUESTION #8
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Part 2
VALUE
A ROADMAP FOR THE FUTURE OF BUSINESS EDUCATION
REAL-WORLD
RELEVANCE
It all started with a question: How will business
education thrive in the future?
BUSINESS SCHOOLS
OF THE FUTURE
From the thousands of ideas, debates, and
discussions in the Jam, there emerged actionable
answers to this crucial question. Participants
honed in on specific solutions needed to reach
the goals of students, educators, and employers.
Some are already hard at work implementing
these solutions, and all are within reach.
Together, they provide a roadmap to the future.
Not everyone will take an identical route, but we
should arrive at the same destination: business
schools that are innovative and relevant, students
that are better prepared for the demands of 21st
century management, and companies that work
closely with educational institutions to help create
the leaders of tomorrow.
Split into three sections—Business Schools of the
Future, Business Students of Today and Tomorrow,
and Our Next Leaders—the roadmap that follows
offers intriguing and inspiring suggestions. Read
on and run with them.
PART 2 > ROADMAP
BUSINESS STUDENTS OF
TODAY AND TOMORROW
21st CENTURY
COMPETENCIES
MILLENNIALS
DIFFERENTIATION
OUR NEXT LEADERS
ETHICS
ENTREPRENEURSHIP
& INNOVATION
LEADERSHIP
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BUSINESS SCHOOLS OF THE FUTURE
In order to build the business school of the future, we need an effective
blueprint that navigates the ever-changing educational landscape.
Through the Jam, that blueprint has already begun to take shape.
Participants defined three key actions that require greater attention
from all stakeholders, and that will help business education remain
valuable and cutting-edge in the years ahead: 1) enhancing the value of
management education, 2) ensuring research and teaching have impact
in the wider world, and 3) transforming business and pedagogical models.
In the next few pages, take hold of these ideas shared by industry and
academia alike, and take the next step toward tomorrow’s institutions.
> Value
Make the business school experience worth the time and the price tag.
VALUE
REAL-WORLD
RELEVANCE
BUSINESS SCHOOLS
OF THE FUTURE
DIFFERENTIATION
> Real-World Relevance
Knock down the ivory tower and extend b-schools’ reach.
> Differentiation
Stand out in order to stand strong amidst disruption.
PART 2 > BUSINESS SCHOOLS OF THE FUTURE
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BUSINESS SCHOOLS OF THE FUTURE
VALUE
I think business schools need to
Enhancing the value of business education for all
stakeholders can begin with a few simple steps.
1
DEVELOP MORE HOLISTIC MEASURES OF ROI
In addition to the familiar monetary measures of ROI,
business schools should develop more holistic measures,
which might include what a school’s graduates have typically
contributed to organizations in which they have worked
and the communities their work has affected, as well as the
degree of personal satisfaction they have derived from the
course on which their degree has taken them. These more
multi-faceted measures would not only enable schools to tell
their story more effectively, but help them determine where
their programs need to be improved in order to drive the
most important measures.
Not only could measures of ROI be more holistic, some
participants agreed that they could also be customized
in relation to the individual goals of prospective students.
But, as one participant cautioned, more holistic measures
require more, not less, rigor. Unless they are demonstrably
well-designed and methodologically sound, they are likely to
be dismissed as marketing ploys.
2
SET GOALS FOR PERFORMANCE IMPROVEMENT
AND MEASURE OUTCOMES
Just as businesses use instruments like the Balanced
Scorecard to measure progress and spur improvement along
several dimensions of performance, business schools can
develop and employ similar tools. As with measures of ROI,
determining the right metrics requires rigor. Setting genuine
stretch goals requires ambition. And living by the results
requires courage.
PART 2 > BUSINESS SCHOOLS OF THE FUTURE > VALUE
relentlessly focus on the student
experience—keeping the student and
the application of learning central to
3
everything. And, they need to find ways to
CONSIDER MODULAR LEARNING TO HELP
RESOLVE INHERENT TENSIONS IN BUSINESS
EDUCATION
As a supplement to semester-long courses, shorter modules
can right imbalances of theory and practice in the curriculum,
quickly bring students who lack a background in business
up to speed on fundamentals, or provide an opportunity to
explore contemporary business issues without overwhelming
the program with specious relevance. Supplemented by
technology-based learning, modules can enable students to
customize their courses of study in light of their individual
strengths and weaknesses.
4
DETERMINE WHAT EMPLOYERS WANT IN
GRADUATES AND ITS RELEVANCE TO THE
CURRICULUM AND OTHER PROGRAMS
Schools often come by information about employers’ needs
unsystematically: surveys and analyses by industry experts,
conversations with industry contacts, consulting work, the
perceptions of career services departments, the judgments
of faculty based on their areas of specialization, and more.
While all of these sources are valuable, schools should
establish more systematic and rigorous means of determining those needs over the short, medium, and long terms—not
in order to respond to every twitch in the job market, but to
develop a sound and shared basis for one of the many inputs
that go into curriculum and program planning.
Hearing from entrepreneurs about what they wish they had
known at the start, as well as what they learned along the
way, could have a direct influence on how business schools
shape both curriculum and the next great innovators.
ensure that graduates have competencies
and skills that align with what employers
want and need. There is a disconnect here
and b-schools need to help solve for it.
ANDREA BACKMAN, PhD Senior Vice President and
Dean, The Jack Welch Management Institute
!
?
“My concern is that if we all agree that business
schools have to address more closely the needs of
business, then there needs to be a sustainable model
for teaching executive programmes.”
DELLA BRADSHAW Business Education Editor,
Financial Times
“Why not approach curriculum/course development like good product development—engage
the final customers (employers) up front to
get their priorities, and then faculty design
the course product using that employer input,
combined with other design inputs?”
PETER ROHAN Senior Member of Ernst & Young’s
Education Industry Group
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BUSINESS SCHOOLS OF THE FUTURE
REAL-WORLD
RELEVANCE
Academics must talk not only to each other, but
also engage with industry to ensure that research
and teaching make a difference in the real world.
PUT FACULTY IN THE FIELD
To build stronger bridges from faculty research to industry
problems, schools could create a program that enables
faculty members to shadow practitioners in their field
of research for a specified period of time. “If a marketing
scholar were to spend one day per semester tagging along
with a marketing executive, he or she might be surprised
about what matters day-to-day,” said one participant.
“Sometimes, shadowing would prompt relevant research
questions. And, almost always, it would advance the teaching of the faculty member.”
IDEA IN ACTION “We have just begun to try
and connect faculty members one-on-one with a
senior executive—often an alum—or with a firm
that shares the faculty member’s interests. It
could be in a discipline like consumer marketing or
in a particular industry like telecom or healthcare,
in the hope that they develop a deep relationship.
REWARD PROFESSORS FOR PUBLISHING IN
GENERAL INTEREST BUSINESS PUBLICATIONS
“We teach companies to be ambidextrous but rarely practice
it,” one participant said. “Ambidextrous scholars publish
in both the top journals, but also publish the key insights
of their research in practitioners’ outlets for a broader
audience.” Although not a substitute for placing articles in
scholarly journals, publishing in industry publications read by
business leaders could be weighted more heavily in promotion and tenure decisions.
SUPPORT INNOVATIVE TEACHING EFFORTS OF
LEADING RESEARCH FACULTY
Having strong researchers aligned with teaching increasingly
defines and distinguishes leading research-intensive universities. By establishing support structures and incentives for
researchers to innovate in the classroom, business schools
can begin to resolve the tension between the demands of
research and the obligations of teaching and enable research
universities to remain leaders in business education.
It is not easy to find good pairings, but when you
SRI ZAHEER, PhD Dean, Carlson School of
Management, University of Minnesota
faculty to produce practitioner-oriented
versions of their research findings, then
some incentive has to be provided for this
work. I can say that at all of the tenuregranting business schools where I have
worked no such incentive was attached to
practitioner articles.
—Business School Faculty Member
GETTING RESEARCH TO INDUSTRY
Jammers encouraged business schools to
take advantage of numerous channels to
disseminate their research to industry.
EMAIL NEWSLETTERS
SHORT VIDEO
ABSTRACTS
YOUTUBE
BLOGS
get a good connection, it works like magic and
also builds engagement for the school.”
“
If one answer to closing this divide is to ask
Every theory we are developing has to be
used in the class. And every case has to be
coupled with a theory. The result is that there
TED TALKS
isn’t a conflict between the research and the
teaching.
BOOKS TARGETED AT
A WIDE READERSHIP
CLAYTON CHRISTENSEN, DBA Kim B. Clark Professor
of Business Administration, Harvard Business School
PART 2 > BUSINESS SCHOOLS OF THE FUTURE > REAL-WORLD RELEVANCE
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BUSINESS SCHOOLS OF THE FUTURE
DIFFERENTIATION
DIFFERENTIATE along
dimensions not easily replicated
online or by other schools.
Opportunities for differentiation
include deep and extensive student,
employer, and alumni networks;
experiential learning that provides
students with opportunities to learn
by doing; and the retention of faculty
with matchless skills. Students on
campus also undergo the program
with a cohort—a highly selective
group of diverse, experienced people
from whom they can learn a great
deal. And interaction with faculty,
which most schools already claim to
offer, could also become a differentiator, but only if it is a demonstrable
reality.
INNOVATE the classroom
experience and make on-campus
learning irreplaceable.
For example, in the “flipped” classroom students can gain their first
exposure to new material outside of
class, usually via reading or lecture
videos. They then use class time to do
the harder work of assimilating that
knowledge through problem-solving,
discussion, or debates—work that is
difficult to replicate online. Further,
because most work in organizations
is accomplished through teams, only
campus-based learning enables
students to develop in the flesh the
indispensable skill of teamwork.
OFFER differing proportions of
SEEK more extensive collaboration
online and classroom learning,
according to the needs of students.
Flexible delivery models could allow
students to align their courses of
study with their learning styles and
with their circumstances, much like
current employment. But to become
a competitive weapon that protects a
school from new online-only learning
models, this more flexible model will
have to be nurtured and promoted by
faculty and administrators.
between faculty and business.
Several independent management
schools and some university-based
schools already partner extensively
with business. The aim of such
programs is to exchange experience, learn jointly, and collaborate
on research. As one participant
described his school’s program,
“Faculty are not only teachers, but
facilitators of applied learning.”
BRIGHT IDEA
There is so much innovation going on
in learning and development today. For
example, PwC is focused on “flipping”
I think most business schools view their
some of our traditional classroom
own culture as unique. Though any one
experiences, so learners view lectures
particular element of a school’s culture
virtually before they come to class, and
is undoubtedly shared by other schools,
spend time in the classroom doing group
the ensemble of the elements is where
work, with faculty as facilitators and
uniqueness starts to emerge.
coaches.
RICH LYONS, PhD Dean, Haas School of Business,
University of California, Berkeley
To remain relevant and viable, traditional business schools
will have to innovate in their business and teaching models.
They must emphasize their inherent strengths.
MICHAEL FENLON, PhD US & Global Talent
Leader, PricewaterhouseCoopers
PART 2 > BUSINESS SCHOOLS OF THE FUTURE > DIFFERENTIATION
One MBA student suggested encouraging corporations
heavily recruiting at b-schools to integrate their training
programs into the academic curriculum. This could:
•
Reduce stress on students by balancing academic
performance with preparing for the corporate world.
•
Reduce stress on the corporations by better preparing
students.
•
Make academics seem more relevant to students’
futures.
•
Mimic co-op programs, but constitute a training
program, not an internship.
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BUSINESS STUDENTS OF TODAY AND TOMORROW
As millennials rise in the ranks, participants agreed that business schools
and industry must leverage their unique strengths and arm them with the
skills needed to thrive in today’s workforce—through more experiential
learning opportunities, “intrapreneurship,” and more. Millennials have
been on the front lines of a shifting economy and an evolving digital
world since birth. Nurturing their innate sense of innovation, as well as
engaging them in the workplace, will be essential. Industry veterans and
new hires have plenty to learn from each other. Let’s start talking.
> 21st Century Competencies
Keep students ahead of the curve and set them up for success via the power
of collaboration.
BUSINESS STUDENTS OF
TODAY AND TOMORROW
> Millennials
B-schools and employers must support and utilize this generation’s creative,
tech-savvy abilities.
21st CENTURY
COMPETENCIES
MILLENNIALS
PART 2 > BUSINESS STUDENTS OF TODAY AND TOMORROW
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BUSINESS STUDENTS OF TODAY AND TOMORROW
21st CENTURY
COMPETENCIES
Helping students acquire 21st century leadership and
management competencies will require curriculum changes
and increased cooperation with companies and other
potential employers.
BROADEN HORIZONS THROUGH CURRICULUM
Business schools have many means at their disposal to
develop globally minded, boundary-crossing leaders who
understand the systemic impacts of business decisions and
connect value with values. Those means include greater
integration of the liberal arts in business curriculum, foreign
language study, study abroad, interdisciplinary studies and
projects, and joint degrees.
INCREASE EMPHASIS ON EXPERIENTIAL
LEARNING
Experiential learning, a major theme throughout the Jam,
offers the opportunity to instill leadership and managerial
competencies through concrete practice. Through faculty-guided projects with businesses and other organizations,
students put what they’ve learned to work in a real-time
environment, acquire useful teaming skills, and seek to
deliver meaningful value to the business. Projects may
address issues in specific business functions or disciplines, in
general management, or in areas like innovation and entrepreneurship. Students experience the range of competencies
that will be required of them after graduation and they begin
the career-long process of acquiring and developing them.
For schools, moving away from teaching codified concepts
toward models that emphasize experiential learning offers a
way to move up the education value chain.
INDUSTRY-ACADEMIA COLLABORATIONS
Jammers expressed the need to pursue competencyfocused joint programs with businesses and other
organizations and offered examples of existing initiatives:
The London Business School brings academia and
industry together in its Future of Work Consortium, which
includes 40 members from companies around the world.
Through workshops, the Consortium identifies the issues
that are of concern to industry and then explores them in
detail.
Providing internships and co-op
experiences are critical to our talent
strategy. We hired 800 interns last
summer and we make sure that we hire a
diverse group from many different schools.
More importantly, we work to make sure
that the students have worthwhile and
real life experience here with real projects,
team assignments, deadlines, and access
to senior management.
PAMELA NORLEY, JD Executive Vice President of
Fidelity’s Enterprise Relationships and Talent Groups,
Fidelity Investments
The most important skill in business is
Singapore Management University conducts a Master
of Tri-Sector Collaboration that brings together mid-career
students from business, government, and civil society
organizations.
Undergraduate and MBA-level students at the University
of Washington’s Foster School of Business take on projects
focused on businesses owned by under-served minorities
or businesses in lower socio-economic locales.
Via a Global Leadership Lab, students at MIT’s Sloan
School of Management send students to developing economies around the world in challenging environments to work
with entrepreneurial ventures facing an existential threat.
PART 2 > BUSINESS STUDENTS OF TODAY AND TOMORROW > 21ST CENTURY COMPETENCIES
communication. Or should I say ‘effective
communication’! While there is always a
place for 140-character quick updates, you
also need to be able to make an effective
presentation and express an idea in
terms that the audience can understand.
Technology can be an enabler of that,
or can become a useless ‘prop.’ The best
way to hone this skill is practice, practice,
practice!
JEANETTE HORAN Managing Director, IBM
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BUSINESS STUDENTS OF TODAY AND TOMORROW
MILLENNIALS
Participants offered a wide range of solutions for the
challenges of educating, engaging, and developing
millennials—in the academy and at work.
INTEGRATE DIGITAL TECHNOLOGY
WITH THE BUSINESS CURRICULUM
While digital technology has influenced business processes
in many industries—and is the business in many companies—
it appears to have made its way into business education in an
ad hoc fashion. Business schools must adopt a more systematic approach that encompasses the design of classrooms,
teaching material, and courses. The design and layout of
classrooms of the future should go beyond those suited only
for lectures or case discussions to incorporate collaborative
technology. Similarly, data-rich and immersive teaching
materials should go beyond static management cases, frozen
in time and context, with digital technology helping visualize
complex problems that aren’t adequately captured or
presented on slides and spreadsheets. And technology can
enable course designs that facilitate team interaction, flipped
classrooms, and real-time data and problem solving.
mentor—the younger members of the
ADOPT REVERSE MENTORING
IN BUSINESS
team keep senior management on their
Over the course of the forum, a groundswell of support developed for the idea of
reverse mentoring in companies in order
to more fully engage millennials and to
take advantage of their perspectives.
Instead of an older executive mentoring
a younger colleague, they mentor each
other. Instead of knowledge flowing in
one direction—from the top down—it
flows in both directions, benefiting both
parties. For example, the more senior
employee coaches the junior colleague
in leadership, company culture, and business and industry practices. Meanwhile,
the junior colleague tutors the older in
social media or generational trends that
affect the business.
about collaboration.
For intrapreneurship to really work, the
people doing it have to have the freedom to
TRY “INTRAPRENEURSHIP”
learn and pivot, iterate, or shut things down
To keep millennials engaged in the workplace and with their
employers, said many participants, companies should offer
opportunities for “intrapreneurship.” Acting as entrepreneurs
while working in a large organization, they can have immediate impact by taking an idea from concept to profitable
product using entrepreneurial approaches to risk-taking and
innovation. Organizations can begin by offering millennials
low-risk, internally focused intrapreneurship opportunities,
like work-life balance initiatives. Millennials get a chance to
make a difference right away and they become better team
members in the process.
as appropriate. If they are just executing
an idea without the ability to change
course, then they are not really being
entrepreneurial, and neither they nor the
organization will capture the value.
SEAN BELKA Senior VP and Director of the Fidelity
Center for Applied Technology, Fidelity Investments
PART 2 > BUSINESS STUDENTS OF TODAY AND TOMORROW > MILLENNIALS
We encourage risks and reverse
“
toes and abreast of current trends. It’s all
DEBORAH DUGAN, JD CEO of (RED)
We have millennial ‘reverse mentors’
who provide coaching, feedback, and
perspectives to our leaders globally. Many
of our senior leaders have one or more
reverse mentors who coach and mentor
them. I personally have three, and I am
learning so much from my involvement.
CEREE EBERLY Senior Vice President and Chief
People Officer of The Coca-Cola Company
If millennials commit to a project that they
become passionate about, but then nothing
changes, the idea is not adopted, funding gets
in the way, internal politics slow the project
down, and then the exuberance quickly fades
and they becomes skeptics after a few failures.
Senior management has to support and execute
on projects or we quickly lose millennials.
­­—Industry Participant
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OUR NEXT LEADERS
What should tomorrow’s leaders look like? It’s a question that fired
up participants and kept the conversations flowing—unsurprising,
considering the scale and complexity of issues that future leaders will
face. Not to mention, the enormity of the consequences should they
fail. Business education has a new and urgent responsibility to graduate
deeply ethical and entrepreneurial leaders. Participants agreed that in
order to mold students into the kind of leaders that will make a difference
in the world—both ethically and innovatively—business schools need to
offer them mentorship, as well as the type of experiences that push
them out of their comfort zone. The future is full of curveballs. Take hold
of the unpredictability.
> Ethics
Integrate, integrate, integrate.
> Entrepreneurship & Innovation
Promote entrepreneurial skills and thinking both inside and outside
of the classroom.
> Leadership
Forget a lesson plan—effective leadership is fostered, not taught.
PART 2 > OUR NEXT LEADERS
OUR NEXT LEADERS
ETHICS
ENTREPRENEURSHIP
& INNOVATION
LEADERSHIP
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OUR NEXT LEADERS
ETHICS
Ideas on how to foster ethical leadership converged around
a central principle: integrating ethics with all aspects of
business education and organizational culture.
INTEGRATE ETHICS WITH CURRICULUM
Some participants favor courses that do a deep dive into
values, culture, and ethical ideas. Others advocate including
the ethical dimension in functional courses like finance, marketing, and operations. Still, others would begin with a course
devoted to ethics in order to equip students with ethical
frameworks for the ethical dimensions of functional courses.
INTEGRATE ETHICS WITH ENTERPRISE
Leadership development, lifelong learning, and modeling
desired behavior, said many participants, are among a
broad array of means for fostering ethical leadership in
organizations. But to create thoroughly ethical enterprises,
organizations must rigorously examine the processes and
practices that shape daily behavior and in the aggregate
create the culture—”the way things are done around here.”
They can begin by determining at all levels of the organization
whether those processes and practices are genuinely aligned
with core values.
DEVELOP PARTNERSHIPS
The fostering of ethical leadership can also be integrated
across business and business education through partnerships between universities and industry. By collaborating
with those on the frontlines of industry—those who have
faced real moral dilemmas—educators can gain a better
understanding of what should be taught in the classroom to
support ethical leaders.
rule. Never COACH ethics or integrity
violations, FIRE ethics or integrity
violations. All employees should learn
that ethical violations are not ‘negotiable.’
ACT CROSS-CULTURALLY
Participants in the Jam were profoundly sensitive to the interplay of national cultures with organizational culture, duly noting
differences in ethical outlook and behavior across borders.
Nevertheless, most participants support continuing attempts
to achieve uniformly high ethical standards across cultures.
Companies and educational institutions can participate in
these global efforts through a number of initiatives, including:
The United Nations Global Compact, which asks
companies to embrace universal principles;
The Principles for Responsible Management Education
(PRME), the mission of which is to inspire management
education, research and thought leadership globally,
informed by internationally accepted values; and
50 + 20, which seeks to reinvent management
education for the world and the problems it faces in the
coming decades.
IDEA IN ACTION “Each semester 500 undergraduate
organizational behavior students attend a live stage play
that is presented as a live case study in conflict, power,
and leadership. After seeing the play and hearing from
the actors in a talk-back session, students then meet in
discussion groups sections and examine these issues.
This triggers deeper and more creative discussions in
the business students and a greater appreciation for the
talents and teamwork of theater students on the other
side of campus.“
— BUSINESS SCHOOL PROFESSOR
PART 2 > OUR NEXT LEADERS > ETHICS
In terms of coaching, I have a simple
MARSHALL GOLDSMITH, PhD Executive
Leadership Coach, Marshall Goldsmith Group
BRIGHT IDEA
“Rather than simply exhorting people to
‘do the right thing,’ have them share their
stories of confronting a values conflict and
explain how they worked their way through
it. These should not be heroic stories that
can turn listeners off, but stories of struggle,
learning, and creative problem-solving. It
normalizes the idea that ethics are not just
about making the right decision, but also
about figuring out how to re-frame, problemsolve, communicate, and bring others along
with you.”
MARY GENTILE, PhD
Director of Giving Voice to Values, Senior
Research Scholar, Babson College, Senior
Advisor, Aspen Institute
“
My curriculum has included a course
dedicated to business ethics and ethical
discussions incorporated into most of
the business courses I’ve taken. The
ethics course laid a foundation of ethical
understanding, while my other courses have
allowed me to apply that understanding to
various cases and scenarios.
­­— Undergraduate Business Student
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OUR NEXT LEADERS
ENTREPRENEURSHIP
& INNOVATION
Jammers identified steps business schools can take to enhance
the teaching of entrepreneurship and innovation and play
much larger roles in economic development.
PARTNER WITH ESTABLISHED COMPANIES
ON INNOVATION
Because innovation is a critical capability for any established
company, business schools should invite selected companies
to bring their innovation challenges to campus. Students and
faculty, working across disciplines and specialties, can work
on these challenges, providing experiential learning for students and a potentially rich source of ideas for the company.
ACTIVELY SUPPORT NEW VENTURES
Business schools can move from teaching entrepreneurship
to underwriting it in a variety of ways, as a number of Jam
participants said their schools have done. For example,
schools can:
> Create office space for new ventures, providing an informal
and mutually beneficial way for students, faculty, and
entrepreneurs to connect.
> Create the means for the most promising new-business
student projects to transition to a business school
entrepreneurship center, should students want to attempt
a startup after graduation.
> Become accelerators or incubators of new ventures, with
faculty members providing advice and mentoring.
> Establish school-affiliated, alumni-run venture funds to
support fellow alumni entrepreneurs.
ENLIST ALUMNI IN STUDENT LEARNING
According to a GMAC Alumni Perspectives Survey, almost
half (45%) of self-employed respondents who graduated
from 2010 to 2013 started their business immediately after
graduation, compared to 24% in the prior decade. For business schools, this means a growing legion of entrepreneurial
alumni who, said Jammers, could be called upon to help
enrich the teaching of entrepreneurship and innovation.
Actionable steps include:
> Integrating talks by alumni entrepreneurs with course
materials;
> Enlisting alumni entrepreneurs as mentors and advisors;
> Crowdsourcing ideas for course material from
entrepreneurial alumni for online events similar to the
Jam; and
> Creating opportunities for students to participate in
alumni startups.
Organizations could first give permission
to everyone to innovate within their own
job or sphere of influence (everyone has a
customer they can create new happiness
for), train them in innovating tools and
techniques, and collect all the ideas into
an organizational idea bank, with the
objective of building the organization’s
collective innovating capability and
genius.
BEN BENSAOU, PhD Professor of Technology
and Operations Management, Professor of Asian
Business and Comparative Management, INSEAD
BRIGHT IDEA
“It would be really cool to develop
a specialized MOOC portal where
entrepreneurs create mini-MOOCs to
‘educate’ the world on their concept. Why
should a VC pitch be a linear, boring set
of PowerPoint slides? Why not create an
exciting MOOC with videos, virtual product
demos, virtual ‘hands-on’ experiences, and
even include a discussion forum where the
world provides feedback to the entrepreneur.
Of course VCs that like the MOOC pitch can
offer funding!”
ANANT AGARWAL, PhD CEO, edX, Electrical
Engineering and Computer Science Professor,
MIT
BUSINESS SCHOOLS SHOULD SERVE ALUMNI, TOO, BY:
Developing structured networking opportunities like virtual jam sessions to connect knowledge, resources,
and talent around the world.
Forging active cross-departmental networks between the business school and the STEM disciplines. These
networks can, in turn, become the basis of a matchmaking service, with the business school connecting alums
starting companies with alums looking to join up.
Providing brief, intense learning opportunities for entrepreneurs through boot camps and workshops.
PART 2 > OUR NEXT LEADERS > ENTREPRENEURSHIP & INNOVATION
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OUR NEXT LEADERS
LEADERSHIP
Do business schools oversell the idea that they’re teaching
students to be leaders? Some participants said guilty as
charged. However, Jammers also found that there’s still a
place for leadership in education. What it comes down to,
though, is fostering it—not teaching it. Hone leadership with
the right mentorship, guidance, and education.
At GE Ventures, we spend a lot of time
with entrepreneurs, either investing in
external ones or hiring entrepreneurs to
help us start new businesses within GE. GE
Ventures was created to interface with the
innovation community to help startups
grow and to create new startups from
EMBRACE AGILITY
GET INVOLVED
STRENGTHEN CHARACTER
One participant suggested that in order
to develop leaders of the future, you have
to help them get out of their own way.
Leaders are plagued by a tendency to hang
on to things that have benefited them in
the past but that won’t serve them well
in the future. This challenge is merely
exacerbated by the rapid change faced in
certain fields, especially technology.
View this challenge as an opportunity to
embrace agility. Encourage students to let
go of what worked, and to try things with
expectation and a willingness to scrap
ideas quickly. Part of being an efficient
leader is holding onto things loosely and
increasing faith in the unknown.
While experiential learning inside the
classroom—ensuring that there are plenty
of participative activities—is key to fostering tomorrow’s leaders, what happens
outside the classroom is just as crucial.
Require out-of-class experiences that help
participants build leadership skills, such
as through team projects or student clubs
and organizations. Involvement in activities
outside the classroom can:
At the root of an effective leader are an
inherently strong character and a robust
sense of purpose. One discussion centered
on the belief that business schools fail at
reaching and nurturing this root and do not
provide skills development in these
critical areas.
“
This means making time for us to
hear ourselves think and to truly listen
to our intuitions, experience, and
ideas, as well as to others’ intuition,
experiences, and ideas. The best
leaders of the future will be adept in
embracing ambiguity as the oxygen
of life and fuel it with space, risk, and
experimentation.
> Teach students how to implement the
mission of their group.
> Offer opportunities to interact with the
business community.
within GE. In addition, we are hard at work
at simplifying how we work to create an
environment where we can quickly pivot,
test, and bring products to market as a
start-up.
SUSAN E. SIEGEL CEO, GE Ventures,
Healthymagination & Idea Works
BRIGHT IDEA
So, what’s a b-school to do?
A few suggestions:
Challenge students to “look in the
mirror” and assess their own values.
> Motivate other students to get involved
and attend group meetings and
activities.
Have students receive feedback from
their colleagues on how their actual
behavior aligns with their stated
values.
> Provide more information about fields
that will help students find the right
career.
Practice “the daily question process,”
a tool that helps leaders evaluate their
daily behavior and get closer to really
living their values.
“Design educational experiences that
require students to think beyond
their comfort zones and enhance their
capacity for envisioning the future. Put
them into classroom and field-based
experiences where they have to interact
with people who are in senior positions
and or positions unlike their own. These
types of experiences, while not explicitly
telling students that they are learning to
be leaders, can provide a foundation on
which leadership is built.”
— BUSINESS SCHOOL PROFESSOR
> Help students develop their professional
skills in a safe environment.
­­—Industry, Talent Management/
Human Resources Participant
PART 2 > OUR NEXT LEADERS > LEADERSHIP
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Now that the Jam has concluded, the real work begins. The quality of the insights it generated, the thought
leadership it produced, and the enthusiasm it engendered around the world are too valuable to let languish.
We hope that leaders from academia, industry, the not-for-profit world, and the media, as well as students,
parents, and alumni, will now take up the cause: transforming business education for the 21st century.
For our part, we will continue to identify critical issues and
offer the best thinking of the global community, as we have
tried to do in this report. We will use our global reach to
maintain the connections made with employers around the
world. And we will establish lines of communication that
encourage an ongoing conversation about making business
education relevant, progressive, and valuable. We hope
that participants, for their part, will continue to expand their
networks, collaborate on ideas, and share insights that can
inform action in industry and academia alike. Together, we
can address the crisis in management education head-on by:
Closing the Gap Between Education and Industry
We can begin by integrating our curriculum more closely
with the practical demands of today’s employers—and
tomorrow’s. Our faculty must be a mix of researchers and
seasoned practitioners, who together enrich practice by
anchoring it in demonstrable principles and extend research
by making it more relevant, accessible, and actionable. We
need stronger partnerships with industry to provide more
experiential learning, greater opportunities for job placement,
and closer collaboration for the mutual benefit of education
and enterprise.
Returning to Relevance to Remain Competitive
The student population is increasingly global, and excellent
business schools, once largely an American commodity,
are emerging throughout Asia and Europe. Learning that is
centered in one country, one city, or one campus no longer
suffices to serve this global market. Using technology to
expand our global reach and diversify our curriculum across
schools and industries will strengthen our business model,
while compelling us to refine our truly distinctive strengths,
and make business schools competitive again.
Restoring Respect by Creating Real Value
The crisis in management education is part of a larger crisis
of confidence in the public role of business, following the
economic disaster of recent years and the questions of
value—and values—that it raised. We need to address this
problem at the root, by making ethical behavior a central part
of business education. We need to bring industry leaders
into the classroom to concretely convey the way these
issues actually play out in day-to-day life in the real world of
employment. And we need to frame business leadership as
the creation of value, in all its senses, for all stakeholders:
employees, employers, communities, and the world in which
all of us live and work.
The time is now.
THE FUTURE OF
TURNING IDEAS INTO ACTION
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THANK YOU
With more than 5,700 registrants from 122 countries, the Business Education Jam was a truly
global, groundbreaking event. For that, we at Boston University Questrom School of Business
are incredibly grateful. The creative ideas shared in more than 6,000 posts across the virtual
platform are invaluable and have launched crucial next steps. Thank you for your time, your
contributions, and your interest in envisioning an innovative future for business education.
Because of you, the Jam was a success.
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JAM VIPS
ANANT AGARWAL, PhD CEO, edX, Professor of Electrical
Engineering and Computer Science, MIT
CLAYTON M. CHRISTENSEN, DBA Kim B. Clark Professor of
Business Administration, Harvard Business School
MARSHALL GOLDSMITH, PhD Executive Leadership Coach,
Marshall Goldsmith Group
MARYAM ALAVI, PhD Dean, Stephen P. Zelnak Jr. Chair, Professor
of Information Technology Management, Georgia Tech Scheller
College of Business
JAMES CIRIELLO Associate Vice President, IT Planning & Innovation
at Merck & Co.
VIJAY GOVINDARAJAN, PhD Coxe Distinguished Professor,
Dartmouth College’s Tuck School of Business
L. KEVIN COX Chief Human Resources Officer, American Express
Company
DONALD E. GRAHAM Chairman of the Board and Chief Executive
Officer, Graham Holdings
STEVE DENNING Forbes contributor, Board Member of the Scrum
Alliance
THIERRY GRANGE President of the Strategic Board, Grenoble Ecole
De Management
DEBORAH DUGAN, JD CEO, (RED)
LYNDA GRATTON, PhD Professor of Management Practice, London
Business School, Founder of The Hot Spots Movement
ANDREA BACKMAN, PhD Senior Vice President & Dean, Jack
Welch Management Institute
DOUGLAS L. BECKER Chairman & CEO, Laureate Education, Inc.
SEAN M. BELKA Senior Vice President and Director of the Fidelity
Center for Applied Technology, Fidelity Investments
BEN M. BENSAOU, PhD Professor of Technology and Operations
Management, Professor of Asian Business and Comparative
Management, INSEAD
DELLA BRADSHAW Business Education Editor, Financial Times
SOUMITRA DUTTA, PhD Anne and Elmer Lindseth Dean, Professor
of Management and Organizations, Cornell University
CEREE EBERLY Senior Vice President and Chief People Officer,
The Coca-Cola Company
NEIL S. BRAUN, JD Dean, Lubin School of Business, Pace University
WAFA EL GARAH, PhD Dean, School of Business Administration,
Al Akhawayn University
ARTHUR BROOKS, PhD President, American Enterprise Institute
TAMARA J. ERICKSON Founder & CEO, Tammy Erickson Associates
ROBERT A. BROWN, PhD President, Boston University
MICHAEL J. FENLON, PhD US & Global Talent Leader,
PricewaterhouseCoopers
MATTHEW BURR CEO & Co-Founder, Nomadic Learning
JOHN A. BYRNE President, Editor-in-Chief, Poets & Quants
JACOB CHACKO, PhD Dean, College of Business Administration,
Abu Dhabi University
RICK CHAVEZ Chief Solutions Officer, Microsoft Advertising and
Consumer Monetization Business Group
YOUNGSUK CHI Chairman, Elsevier, President, International
Publishers Association
SANGEET CHOWFLA President & CEO, Graduate Management
Admission Council
TODD FISHER Member & Chief Administrative Officer, KKR
FERNANDO J. FRAGUEIRO, PhD President, Austral University
DANIEL GREENSTEIN, DPhil Director–Postsecondary Success
Strategy, Bill & Melinda Gates Foundation
JONAS HAERTLE, DBA Head, Principles for Responsible
Management Education (PRME) secretariat, UN Global Compact
Office
ADOLF HO CEO, Classic Management Consultants Ltd, Associate
Adjunct Professor of Marketing, Hong Kong University of Science
and Technology, Past CEO, Campbell Soup Greater China, Vice
Chairman, Campbell Soup Shanghai Trading Ltd.
ULRICH HOMMEL, PhD Professor of Finance in the Department
of Finance & Accounting, Endowed Chair of Corporate Finance &
Higher Education Finance, Director of the Strategic Finance Institute,
EBS Business School, Director of Research & Surveys, Senior
Advisor in the Quality Services Department, EFMD
BARBARA FRANKLIN President & CEO, Barbara Franklin Enterprises,
Former US Secretary of Commerce
JEANETTE HORAN Managing Director, IBM Corporation
DAVID A. GARVIN, PhD C. Roland Christensen Professor of Business
Administration, Harvard Business School
MEL HORWITCH, PhD Dean and University Professor, Central
European University Business School
MARY C. GENTILE, PhD Director, Giving Voice to Values, Senior
Research Scholar, Babson College, Senior Advisor, Aspen Institute
SANTIAGO IÑIGUEZ DE ONZOÑO, PhD President, IE University,
Dean, IE Business School
PANKAJ GHEMAWAT, PhD Anselmo Rubiralta Professor of Global
Strategy, IESE Business School, Distinguished Visiting Professor of
Global Management, Stern School of Business, New York University
MARTHA JOSEPHSON Partner, Digital Media Global Practice
Leader, Egon Zehnder
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ASHWINI KAKKAR, PhD Vice Chairman, Mercury Travels,
Chairman of Via.com, Ambit Corporation and the Fight Hunger
Foundation
SHERIF H. KAMEL, PhD Former Dean, School of Business at the
American University in Cairo
ASSYLBECK KOZHAKHMETOV, DBA Rector of International
Business Academy
GUY PFEFFERMANN Founder & CEO, Global Business School
Network
JAMES POST, PhD John F. Smith, Jr. Professorship in Management,
Boston University Questrom School of Business
RICHARD STRAUB, PhD President & CEO, Peter Drucker Society
Europe, Senior Advisor IBM Global Education Industry, Director of
Corporate Services & EU Affairs, EFMD
CLAIRE PREISSER Senior Program Manager, Business and Society,
The Aspen Institute
KWEI TANG, PhD University Chair Professor and Dean of College of
Commerce, National Chengchi University
J.P. RANGASWAMI Chief Data Officer, Deutsche Bank
REBECCA TAYLOR, PhD Dean and Professor of Economics, The
Open University Business School
PAUL J. LEBLANC, PhD President, University of Southern New
Hampshire
AJIT RANGNEKAR Dean, Indian School of Business
DAN LECLAIR, PhD Executive Vice President and Chief Operating
Officer, AACSB
ANANTH RAO, PhD Chief Academic Officer, Professor, University
of Dubai
SEUNG-HAN LEE, PhD Next and Partners Chairman, Former
Samsung Corporation President and CEO, Former Homeplus CEO
and Chairman
REBECCA L. RAY, PhD Executive Vice President, Knowledge
Organization and Human Capital Practice Lead, The Conference
Board
JOE LIPUMA, DBA Author, Educator, Commentator
JOHN B. REID–DODICK, JD Chief People Officer, Dun & Bradstreet
Corp.
XIONGWEN LU, PhD Dean of the School of Management, Fudan
University
RICHARD K. LYONS, PhD Dean, Haas School of Business, University
of California, Berkeley
ROGER MARTIN Premier’s Chair in Productivity & Competitiveness
and Academic Director, Martin Prosperity Institute at the Rotman
School of Management
JAMIE P. MERISOTIS President and CEO, Lumina Foundation
VINEET NAYAR, DBA Founder, Sampark Foundation, Former CEO,
HCL Technologies
MARTIN A. NISENHOLTZ Former Chief Digital Officer, The New
York Times Company
PAMELA NORLEY, JD Executive Vice President of Fidelity’s
Enterprise Relationships and Talent Groups, Fidelity Investments
JOHN NORTH Director of Global Operations, Globally Responsible
Leadership Initiative
JONATHAN SPECTOR President & CEO, The Conference Board
MAX REINHARDT Worldwide President at DePuy Synthes Spine
Companies, Johnson & Johnson
IIDIKO TESAK, PhD, Founder of OEF of El Salvador
HOWARD THOMAS, PhD LKCSB Distinguished Term Professor of
Strategic Management, Management Education Director, Academic
Strategy and Consulting Unit, Singapore Management University
KARL T. ULRICH, ScD Vice Dean of Innovation and CIBC Professor
of Entrepreneurship and e-Commerce, the Wharton School of the
University of Pennsylvania
FRANCISCO M. VELOSO, PhD Dean, Catolica-Lisbon School of
Business and Economics
MATTHEW ROBB Partner, The Parthenon Group
N. VENKATRAMAN, PhD David J. McGrath, Jr. Professor in
Management, Boston University Questrom School of Business
PETER ROHAN Partner, Ernst & Young
PADMASREE WARRIOR Chief Technology & Strategy Officer, CISCO
JOHAN ROOS, PhD Dean, CEO and Managing Director, Jönköping
International Business School (JIBS)
DAVID WEIL, PhD Administrator, Wage and Hour Division, United
States Department of Labor, Peter and Deborah Wexler Professor of
Management, Boston University Questrom School of Business (On
Leave)
MICHAEL SALINGER, PhD Jacqueline J. and Arthur S. Bahr
Professorship in Management, Markets, Public Policy and Law,
Boston University Questrom School of Business, Former Director of
Bureau of Economics, Federal Trade Commission
DAVID SCHMITTLEIN, PhD John C Head III Dean, MIT Sloan School
of Management
MICHAEL SCHRAGE Research Fellow, MIT Sloan School of
Management’s Center for Digital Business
JEFFREY J. SELINGO Contributing Editor, The Chronicle of Higher
Education, Professor of Practice, Arizona State University
RAMON O’CALLAGHAN, DBA Dean, Graduate School of Business,
Nazarbayev University CAMAN – Central Asian Foundation for
Management Development
SUSAN E. SIEGEL CEO, GE Ventures, Healthymagination, & Idea
Works
GEORGE PAPPAS Chancellor, Victoria University
SCOTT SIMON Former Managing Director of PIMCO
AMBI M.G. PARAMESWARAN, PhD Advisor, FCB Ulka Advertising,
Author of six books; Member Board of Governors, Indian Institute
of Management Calcutta
JITENDRA V. SINGH, PhD Dean, School of Business and Management,
Michael Jebsen Professor of Business Chair Professor, Department of
Management, Hong Kong University of Science & Technology
PETER WEXLER Cofounder, SpiderCloud Wireless
GISELLE WEYBRECHT Author, The Sustainable MBA: The
Manager’s Guide to Green Business
MARIE WILSON, PhD Pro Vice Chancellor (Business and Law),
University of South Australia Business School
MICHAEL WRIGHT Chief Information Officer, McKinsey & Company
SRI ZAHEER, PhD Dean, Carlson School of Business, University of
Minnesota
LIN ZHOU, PhD Dean, Antai College of Economics and Management,
Shanghai Jiao Tong University
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bu.edu/jam
Copyright © 2015 Trustees of Boston University
Adriane Ayling, Art Director/Editor; Maggie Price, Designer; Bruce Tucker, Writer; Tom Vellner, Writer/Editor
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